The Contribution of Orthographic and Phonological Processes to Word Reading in Young Norwegian Readers

Investigates dissociation between phonological and orthographic processes in reading with third graders. Finds that poor readers differed from skilled readers in how phonological and orthographic factors were balanced--relationship was strong among poor readers, low among skilled readers. Finds that phonological factors played a strong role explaining poor readers' word reading variance--orthographic factors were stronger among skilled readers. (PA)